Consciousness – the highest form of a generalized reflection of the objective stable properties and patterns of the surrounding world, characteristic of a person, the formation of an internal model of the external world in a person, as a result of which knowledge and transformation of the surrounding reality is achieved.

Specificity of a conscious way of life man lies in his ability

to separate in the representation of one's "I" from one's life environment

make your inner world the subject of reflection, understanding, and practical transformation.

This ability is called reflection. It is the essence of human consciousness.

Consciousness is the highest level of mental reflection and self-regulation, inherent only to man as a socio-historical being.

Consciousness criteria:

productivity in mental. activity– wakefulness

ability to communicate adequately: verbal and non-verbal

Consciousness develops in people. only in social contacts. Consciousness is possible only under the conditions of the existence of language, speech, which arises simultaneously with consciousness in the process of labor.

awareness of one's own "I" and identification with it

A necessary step in the development reflective consciousness is self-awareness. self-awareness- this is the level of consciousness at which awareness, evaluation, analysis by a person of his knowledge, feelings, needs, motives of behavior and activity are carried out.

awareness of the surrounding world in time and space and in relation to it with its own "I"

activity level(opposition or complicity in relation to the environment)

state of attention(arbitrary - required willpower and involuntary)

state of conditioned reflex activity

unconditioned reflector state. activity

ability to arbitrariness. crazy. and move. activity, presence/absence arbitrary acts

the degree of expression and adequacy of emotions

char intel. activities, namely: mnemonic processes (memory, thinking, cognitive learning)

special behavioral acts, the presence of ethical. and aesthetic values

objectively recorded indicators of the central nervous system, somatic, vegetative. and endocrine systems.

Functions of consciousness:

reflective (what is going on in the outside world)

generative (creative-creative)

regulatory and evaluation (control and management of personality behavior, mental construction of actions and anticipation of their consequences)

reflective

There are two layer of consciousness (V.P. Zinchenko).

Existential consciousness (consciousness for being), including:

1. action experience

   sensual images.

Reflective Consciousness (consciousness for consciousness), including:

1. meaning

Consciousness:

born in life

reflects being

creates being

Levels of Consciousness

Most of the processes taking place in the inner world of man, they are not aware. Unconscious mental processes, operations and states form a special sphere of mental life and are called unconscious.

conscious- what a person can verbalize by explaining to others.

subconscious- when automating k-l activities, the implementation of which is possible without constant monitoring

unconscious- the bulk of neuro-reflex acts. to-rye nah. in f-tsional. interaction with consciousness, but under normal conditions they are never realized

preconscious- reflects the transition from the sphere of the unconscious. into conscious

superconsciousness

Language and consciousness.

The category of consciousness in psychology is one of those categories regarding the content of which there is no unanimity. At the same time, many psychologists agree that consciousness represents the highest form of mental reflection, which is a product of the historical development of man and arises in the process of joint productive, objective activity of people and their communication through language.

A feature of a person is the possession of language - a complex system of signs, which is main means of communication and social inheritance- transfer of accumulated experience from generation to generation.

The relation of consciousness to being is linguistic. Language permeates all structures of being and consciousness. Awareness of the external world by a person is so closely connected with language that it is essentially impossible to separate consciousness and being from language. After all, the consciousness of being becomes complete only in linguistic forms and with the help of linguistic means, and the expression of acts of consciousness and their exchange (communication) without language is difficult to imagine. Consciousness and language form a unity: in their existence they presuppose each other as an internal, logically formed ideal content presupposes its external material form. Language is the immediate reality of thought, consciousness.

The possession of language leads to the emergence of new opportunities for manipulating mental images. Using language as a means of reflecting reality, a person can perform the main mental action inaccessible to any animal - to single out and generalize relations and connections between an object and its properties and between individual objects that are ideal in their essence.

The use of language leads to a radical restructuring of the entire mental life of a person. The ability to form categories allows a person to build ideal “objects” in the inner, mental space, serving as such a means of reconstructing reality, which allows you to detect and highlight in it what is not amenable to direct perception.

According to the theory linguistic relativity Whorf, the perception and interpretation of events by a person depends on the structural properties of the language that he uses. According to Whorf, we dissect nature in the direction suggested by our language. The world appears before us as a kaleidoscopic stream of impressions, which must be organized by our consciousness, which means - mainly by the language system stored in our consciousness.

e.g. When describing a falling stone, a European involuntarily divides it into two specific concepts - the concept of a stone and the concept of falling, and then connects them in the statement "the stone falls." The Chippewa Indian would not be able to construct such an expression without indicating that the stone is an inanimate object. The Quatiutl Indian will necessarily reflect the fact of the visibility or invisibility of the stone for the speaker at the moment of speaking. In the Nootka language, it is generally not necessary to talk about stone separately, and the whole phenomenon can be described in one word of the verb form like “to stone”.

At the same time, language itself is also not the creator of the picture of the world of the people of a given community; it itself is arbitrary from the conditions and lifestyle, the specifics of communication and activities of these people.

e.g. In the language of people who have lived on the plain for many generations, there may not be such a thing as a “mountain”, as well as such concepts (meanings) associated with it, such as, for example, “slope” or “foot of a mountain”.

APPENDIX 5.Human consciousness as the highest stage in the development of the psyche. The role of language in the formation of consciousness.

Consciousness - this is a reflection in which objective reality, as it were, separates from a person's subjective attitude towards it. As a result, in the image of consciousness, two plane : objective, or World, and subjective or "I", personal experience, attitude to the subject.

Tales to understand : For example, you read a book, imbued with its plot, without being aware of it, without controlling how you perceive words and thoughts, flipping through the pages, sitting in a subway car. The events described in this book are reflected in your psyche, psychologically you exist in book reality. But then you arrived at the station where you need to get off, and for a moment your consciousness “turns on”: this is the subway, this is a book, this is “I”, which goes there and reads that. You see yourself as if from the outside, stand out from the objectively existing conditions, and therefore they appeared in front of you in a conscious way. You seem to understand that the metro, the book and everything else exist on their own, objectively, and your immersion in reading, experiences and impressions are secondary, subjective, belong only to you. It becomes clear that this is not the same thing: the objective world and its image in a particular person. Consciousness is acceptance, awareness is real, regardless of the identity of existing being.

It is impossible to accept and cognize the World without identifying oneself in it, without isolating the subjective “I” from the reflected world as an object and as an experienced relation connected with it.

Consciousness is necessary for goal planning. This is possible only with the participation of consciousness, which in the mental image separates the objectively existing and the mentally, subjectively assumed.

Structure of consciousness:

sensory content , which is the "picture" itself, the original image of the reflected world. You must first reflect, create a secondary world in the form of a mental image, then, if necessary, divide it into objective and subjective

meaning - this is an objective component of consciousness, which is a system of objective knowledge, interpretations, ways of using a given object or a word that replaces it, established in the historical practice of people.

meaning - this is a subjective, personal, individual meaning that is most appropriate for the situation, context, personality as a whole and is born in human activity, i.e. in relation to real motive and purpose.

In the structure of consciousness, objective meaning and subjective meaning, of course, do not coincide. Complex interplanar relations between them define specifics any individual consciousness. Personality is inherent in a certain optimum of such

objective-subjective relations, and in cases of its violation in psychology, it is customary to talk about phenomena disintegration consciousness, when there are sharp contradictions, obvious inconsistencies between meaning and meaning.

Like everything in the psyche, consciousness is dynamic, because objective being is changeable, man himself is changeable. There are two main direction of change (development or, on the contrary, reduction) of consciousness.

First, it changes range of objects and phenomena of the conscious world. A person is aware only of what enters into his real being, with which he has material or mental, ideal interactions, relationships. The first "I" of the child is built on a rather narrow circle of comparisons with the closest adults. The circle of the perceived world expands along with the development of the real independence of the child.

changing attitudes between meaning and meaning existing in individual consciousness. Here, three interdependent sources of possible changes are distinguished: through meanings, through meanings, through changes in relations and connections between them. The expansion of the system of meanings is carried out through cognition, the acquisition of life experience, through teaching and learning. Meaning is created in the very structure of human activity, in the relationship between motive and purpose. Subjective meaning cannot be taught, it is formed in the individual himself. The meaning of consciousness:

The emerging consciousness does not simply complement the unconsciously existing mental image. Consciousness qualitatively changes, transforms it, transferring it to a fundamentally new meaningful, actually human level. Conscious mental processes become arbitrary, relatively stable, manageable. Opportunities are coming reflections as a reflection, planning and control of their own mental processes, properties and states. Formed in the human psyche self-awareness. That is why consciousness not only reflects the world and being, but to a certain extent creates and transforms them. Between the conscious and unconscious world, between the conscious and the unconscious in the psyche, there are certain, sometimes contradictory relationships, interactions, connections. Consciousness "wanders" through the human psyche, works according to its own, special laws, not always subject to objective, material rules. Conscious behavior and the human psyche itself become free.

The role of language in the formation of consciousness.

Human language This is a system of codes by which people communicate with each other. The presence of a language or a second signaling system is so crucial to the formation of consciousness.

In the process of social labor, as Engels pointed out, people had an objective need to say something to each other. This was a necessary phenomenon; when several people are working on one object, for example, a group of people is dragging a trunk of a fallen tree, then there is an objective need not only to accompany this with some exclamations or cries expressing an emotional state, but to designate the object of action or the action itself with a known sign .

The word has two main functions which should always be kept in mind when speaking of language. The first of them is item substitution function or view function, that is, a function that replaces the object with a sign that replaces the object. If a word denotes an object, then we can deal with the object in its absence. The word denoting an object, as it were, doubles the world next to the world of directly, sensually perceived objects, it puts an idea of ​​\u200b\u200bobjects, images of objects that the word can artificially evoke even when these objects are not here

There is, however, a second, even more essential function of the word - the word processes experience, it allows a person to perform complex work with the perceived image. The word is a tool that allows you to analyze and synthesize the impressions that a person receives from the outside world. The word is a powerful tool not only of memory, but also a powerful tool of abstraction and generalization. The word is thus a means of abstraction and a means of generalization. Distraction and, at the same time, generalization of signals reaching a person is the main property of the second signal system or system of words of a language. This plays a particularly important role for all the material with which we will deal further.

The word, first of all, not only replaces things, but also highlights the corresponding important feature from things. The word “table” has STL as its root - to lay, spread, bed, flooring. In this way the word analyzes this thing. It distinguishes from it a sign that is essential for the table: flooring, a board on which you can lay something.

But the word not only denotes an object, highlighting the relevant important features and properties in it. The word of a developed language makes it possible to perform such abstract work, which is very difficult to do without words. A whole class of words - adjectives (black - white, yellow - green, sour - sweet) - all these words highlight the signs of things that are included in these things, but do not exist independently.

After all, there is no sweetness or bitterness at all, yellow or red, hard or soft - they always exist in an object and it is sometimes difficult to distinguish them from objects.

Therefore, language as a second signaling system, apart from functions substitution items, has more and function analysis and synthesis, distractions and generalizations. In this way, the word is an automatic tool for understanding objects and thinking.

FORMATION OF PHONOLOGICAL REPRESENTATIONS IN PRESCHOOL CHILDREN

N.S.STARZHINSKAYA

One of the most important aspects of the general development of preschool children is the assimilation of their native language, which includes not only the formation of practical speech skills, but also the ability to navigate in linguistic reality, awareness of linguistic relationships and dependencies. These two sides of one process - the process of mastering the native language - are closely interconnected. On the one hand, the improvement of speech skills, the practical assimilation of language means are a necessary condition for the subsequent awareness of linguistic reality; on the other hand, “the conscious operation of language, its elements and their relations is not a self-contained, purely theoretical relation to linguistic reality, isolated from the construction of a speech utterance. The significance of understanding linguistic phenomena also lies in the fact that, on its basis, speech skills and abilities are transferred from an automatic plan to an arbitrary plan ... which ensures greater efficiency of communications and further speech development.

A turning point in the speech development of children is teaching them to read and write. It is in the process of acquiring literacy that speech for the first time becomes an object of knowledge for children. As a result of literacy training, the entire system of the child's linguistic representations, primarily phonetic and phonological, is rebuilt.

Before considering the question of the transformation of the child's phonetic and phonological representations under the influence of literacy training, it is necessary to dwell briefly on the basic provisions of phonetics and phonology.

Phonetics and phonology study the same object - the shortest sound units (or speech sounds). This is their closest relationship. They differ from each other in various aspects of the study of their main object. Phonetics considers the shortest sound units in themselves, phonology - in their functioning as distinguishers of the sound shell of words and forms.

The basic concepts of phonetics are: speech sound, syllable, vowels and consonants, dynamic stress, phonetic word (i.e., a word in which the shortest sound units appear in all the richness of their actually pronounced physiological and acoustic properties).

Phonology is a higher level of phonetics. The basic concept of phonology is the phoneme - a certain class of speech sounds, belonging to one phoneme is determined by their functional identity - the ability to distinguish the sound side of words.

The phonological system of the modern Russian language is characterized primarily by two series of relations between vowels and consonants

phonemes - syntagmatic and paradigmatic. The syntagmatic series is characterized by those relationships that are associated with the possibilities and limitations in the compatibility of various phonemes with each other in their linear arrangement. (So, the most typical in Russian is the combination "consonant-vowel" - a direct open syllable, as well as combinations of various groups of consonants.) The paradigmatic series is characterized by those relationships that are associated with the possibilities and limitations of opposing different phonemes to each other in identical phonetic positions. (For the Russian language, the opposition of phonemes within the system of vowels and within the system of consonants is most typical.) Paradigmatic relations are determined primarily by syntagmatic relations.

For the first time, the question of the need to study the patterns of formation of phonological categories in the process of teaching literacy was raised by V. K. Orfinskaya. She made an attempt to investigate this process in children of primary school age.

Before the beginning of systematic literacy training, writes V. K. Orfinskaya, the phonological differentiation of children is limited to consonants. At the same time, its content does not include the selection of consonants from the general complex of the word. As a result of learning to read and write, the word begins to be recognized by children not as a whole, but as dissected.

In addition to the phonological division of the word, the content of the restructuring of the phonological representations of children includes, according to the author, "awareness of the patterns of graphic-phonetic and phonological relations, i.e., awareness of the general patterns of construction of the entire phonological system as a whole" . Under the awareness of these patterns, V. K. Orfinskaya understands the concentration of “active attention” by children not only on consonants, but also on vowel sounds, on the “musical” components of the word (i.e., stress), as well as their assimilation of the relationship between the letter and the phoneme , including the rules for writing iotated vowels after consonants and ь (soft sign) at the end of a word.

As can be seen, V. K. Orfinskaya is not entirely accurate when speaking in this case about the phonological representations of children. The division of a word carried out by younger schoolchildren is not phonological, but phonetic, since the phonetic word is divided into its component sounds. The belonging of various speech sounds to one sound of a language is determined only by their identity or proximity in the acoustic-articulatory relation. The simplest speech representation of children is not a phoneme, but a sound (sound type).

Thus, in the work of V. K. Orfinskaya, first of all, the process of phonetic, and not phonological, education of younger schoolchildren during the period of teaching them to read and write is revealed. It is all the more premature to talk about children's awareness of the general patterns of construction of the entire phonological system as a whole. The main objective of our study was to elucidate the possibility of the formation of a generalized spelling action in the process of teaching them to read and write in six-year-old preschoolers based on the children's awareness of the phonemic, or phonemic, principle of spelling.

Under the phonemic principle of spelling, a unit that has a stable designation in writing is a phoneme, interpreted from the standpoint of the Moscow phonological school: “... sound units that appear in weak positions and alternate with one or another sound unit that differs in a strong position and is a phoneme, are combined with this latter into one unit (phoneme) at the position of its variants. The main form of a phoneme and its variants form a paradigm phoneme.

The sound structure of a word in writing is transmitted cleared of all positional interactions between sounds. All positional exchanges are eliminated by reducing each sound paradigm to its main variety, acting in a strong position. This is the universal way of defining a letter for a sound paradigm in a weak position.

To build the phonemic principle of writing, as P. S. Zhedek established in her research, it is necessary and sufficient to single out and generalize the following range of phonological properties: 1) the relationship between the sound form of a language unit and its meaning, 2) the relationship between the sound form and the phonological structure of the language units, 3) the relationship between the phonological structure of the unit and its graphic form.

Thus, teaching preschoolers the elements of orthography while focusing on the phonemic principle of writing is directly related to the formation of phonological representations in them.

The method of teaching preschoolers to read and write, which forms in children an in-depth orientation in the field of language phenomena, in its internal patterns, educates a theoretical attitude to linguistic reality and thereby creates optimal conditions for the formation of elementary knowledge in the field of phonetics and phonology in preschoolers in literacy classes, is the method D. B. Elkonina - L. E. Zhurova,.

When teaching literacy using this method, preschoolers master very broad skills in any work with the sound (phonetic) side of the language. They master the action of phonemic (sound) analysis of a word, which they learn to perform mentally, they can analyze the sound composition of words of almost any complexity. Children are able to distinguish between vowels, hard and soft consonants, find stress in words and transfer it from one vowel to another; acquire their distinctive properties.

Sufficiently deep knowledge of the phonetic system of the native language acquired by children undoubtedly contributes to the assimilation of its elementary phonological properties.

In the process of teaching literacy, preschoolers receive a certain linguistic development, which is understood as the awareness of the phenomena and relations of the language, the assimilation of elementary linguistic representations and knowledge. The subject of awareness of preschoolers are such properties of the language (in particular, phonology), the assimilation of which lays the foundation for the development of a broad orientation in linguistic phenomena in general.

First of all, in the process of teaching literacy, children learn the property of phonological syntagmatics - linearity. This is one of the most important general properties of linguistic reality. F. de Saussure wrote about him: “... this is the main principle, and its consequences are inexhaustible. The whole mechanism of language depends on it. The leading role in mastering the property of phonological syntagmatics is played by the understanding of sound analysis adopted in the analyzed methodology as an action to establish the sequence of sounds in a word. Mastering by children the action of sound (phonemic) analysis allows them to consider the linguistic form from the point of view of the compatibility of sound units, linearity, the sequence of their pronunciation, that is, syntagmatics.

Based on the isolation of syntagmatic relations and simultaneously with it, the sound units of specific word forms are generalized into phonemes. Preschoolers master the word-phonemic aspect of the phonetic system of the language. This means that the shortest sound units are considered by children not by themselves, but as elements of the sound side of the word form, that is, as phonemes.

The syntagmo-phonemic object model built by the child in the process of sound (phonemic) analysis of the word is a kind of word-phonemic transcription. Word-phonemic transcription reflects the sound shell of the word, "partially" undressing "the shortest sound units included in it - freeing them from everything" external ", positional, conditioned in this particular linguistic fact by the phonetic position and preserving" internal ", independent and functionally significant" . Children, building syntagmo-phonemic models of words, also do not convey those aspects of sound that are positionally conditioned and functionally unimportant (they do not serve to distinguish between different word forms). The objective model reflects only independent, functionally significant properties of the phoneme. (Compare, for example, phonetic and word-phonemic models of the words “small” - [small], / small /; “myal” - [m "al], / m "al /; "mother" - [mat"]; / mat "/; "knead" - [m "at"], / m "at" /. In the first case, a more front or more back formation of the vowel “a” is transmitted, depending on its position after and before hard and soft consonants. In the second In this case, these signs, which are not essential for distinguishing the sound shells of word forms, are ignored. All shades of this vowel, on the basis of their functional similarity, are combined into one phoneme /a/.)

This is what A. A. Leontiev had in mind when he wrote that teaching sound analysis according to the method of D. B. Elkonin means “first of all, the disclosure of phonemic paradigmatics, i.e., awareness of the systemic nature of phonology and the independence of individual members of this system from positional conditioning » .

Thus, in the process of teaching literacy according to the method of D. B. Elkonin - L. E. Zhurova, preschoolers learn one of the most important language relations - syntagmatics-paradigmatics.

Let us use an example to show how, in the process of constructing and transforming a materialized phonemic (sound) model, a child learns this relationship.

This is especially evident in the didactic game "Live Sounds". Several children are called to the board, each of which receives a chip and the name of the sound of the word being parsed. For example, when analyzing the word "fox", the teacher calls four children who become the sounds "l", "i", "s", "a". Then the teacher randomly calls the “sounds” to himself: “The sound “c”, the sound “and”, etc. will do. The children should stand up so that the sequence of sounds corresponds to the word “fox”. The rest of the children check the correctness of the task by “reading” the word with an intonational emphasis on each sound: “liissaa”. If the order of the sounds is violated, it will be impossible to “read” the word. In the process of playing "Live Sounds", preschoolers, on the one hand, seeing the need for a certain sequence of sounds in a word, isolate syntagmatic relations. On the other hand, by distinguishing the pronunciation of the sound type in the whole word and its generalized pronunciation separately from the word (in the word "fox" the first sound is "l"), children reveal the property of phonological paradigmatics.

The isolation of the properties of syntagmatics and word-phonemic paradigmatics by preschoolers brings them closely to the identification of the properties of morphophonemic paradigmatics - positionally determined alternation within one morpheme of a number of sounds that perform

the same function. The establishment and analysis of the positional alternation of sounds in the same morphemes lead to the identification of the relationship between the sound form and the phonological structure of a linguistic unit, that is, one of those phonological properties, the isolation of which is necessary for mastering the phonemic principle of writing.

Another cardinal relationship that preschoolers learn in literacy classes is the relationship between the sound form of a language unit and its meaning. The actions leading to the isolation and generalization of this relationship by children are: 1) changing the sound shell of the original word by replacing one sound in it with another and obtaining a new word (for example, poppy - lacquer, lacquer - onion); 2) comparison of the meanings of the original and new words; 3) comparison of the sound shells of both words and the selection of phonemes that distinguish their sound side and thereby indicate differences in the meaning of these words. In this way, children discover for themselves the most significant connections between the sound structure and the lexical meaning of a word. Sound is singled out by them not only as an element of the syntagmatic structure of the word form (as a “sound type”), but also as a distinguisher of the sound shells of words and their forms, that is, as a functional unit.

Recall that the isolation and generalization of the relationship between the sound form of a language unit and its meaning is also one of the conditions for constructing the phonemic principle of writing.

As you can see, the assimilation of the phonemic principle of spelling was largely prepared by the method of teaching literacy by D. B. Elkonin - L. E. Zhurova.

The methodology we have chosen for teaching preschoolers to read and write is designed for 2.5 years (six months of study in the middle group and then two years in the senior and preparatory groups for school). In our experiment, preparatory work was carried out in the middle and senior groups of the kindergarten, which preceded the teaching of spelling proper to children. Its description is beyond the scope of this article. The formation of phonological ideas among preschoolers and, on their basis, ideas about the phonemic principle of writing was carried out in a group preparatory to school.

The initial concept of the phonemic principle of writing is the concept of a paradigm-phoneme. In the formation of preschoolers' ideas about the paradigm phoneme, we settled on its interpretation, which is given by one of the representatives of the Moscow phonological school - R. I. Avanesov. R. I. Avanesov distinguishes two functionally identical units - strong and weak phonemes. A strong phoneme manifests itself in the position of maximum phonemic distinction (the main type of phoneme, according to the general terminology of the school), and a weak one - in positions of lesser phonemic distinction (a variety, a variant of the phoneme). The whole set of positional alternations of sounds in a morpheme is called a phonemic series. In fact, the concept of a phonemic series in R. I. Avanesov corresponds to the concept of a paradigm-phoneme. (Compare: "Two sounds that alternate positionally within the same morpheme are recognized as variants of one identity, one paradigm phoneme".) We think it is easier for preschoolers to learn the terms "weak and strong phonemes" (even "strong and weak sounds" is not necessary introduce the new term "phoneme"),

than "sonic paradigms, acting in strong and weak positions".

The identification and generalization by six-year-old preschoolers of the phonemic principle of writing as a single internal basis for various spelling phenomena occurred in the process of performing a system of specific objective actions that reproduced the process of theoretical study of this concept in a concise, accessible form for children:

1. Comparison of lexical meanings and sound shells of pairs of words that differ in one sound, as a result of which the phoneme stands out as a distinguisher of the sound compositions of these words, simultaneously indicating the difference in their meaning. This action leads to the allocation of the linguistic relationship "sound form - meaning". The formation of an understanding of this relationship, as already mentioned, occurs in the process of teaching literacy, regardless of spelling goals. The isolation of the named phonological property by preschoolers occurred in the process of their transformation of the syntagmo-phonemic composition of the word presented in the materialized (objective) model.

2. Formation from the original word of a number of similar in meaning and sound composition (related) words and the construction of their subject syntagmo-phonemic models, reflecting the sequence of sounds of each word.

3. Comparison, based on subject models or by ear, of sound structures of words that are similar in meaning. In the process of this action, preschoolers discovered the phenomenon of positional alternation of sounds in the same morphemes (word roots), the presence in the same place of related words of different sounds, for example k[a]za, k[o]zy, k[o] bud, k[a] zelenok. (Although the adherents of the Moscow phonological school consider the paradigm-phoneme only as a component of a morpheme, the identification of positional alternation of sounds can, in principle, occur at the level of a whole word.)

The fact that children found different sounds in related words in the same place contradicted their past experience, from which they firmly learned that a change in at least one sound in a word leads to the formation of a new word that is not related to the first. Thus, a problematic situation was created, requiring for its resolution the introduction of the concept of a phonemic series (paradigmo-phoneme).

4. Practical transformation of subject syntagmo-phonemic models of related words by moving alternating sounds from one model to the same place in another model and semantic analysis of the resulting new words.

The children discovered that if a stressed sound is substituted into a word instead of an unstressed vowel from another, related word, the word remains understandable, “we recognize it.” For example, the token denoting the stressed sound [o] from the phonemic model of the word [cat] is moved to the place of the token denoting the unstressed sound [a], to the phonemic model of the word [kata]. It turns out [cats] - the meaning of the word does not change. If you do the opposite - instead of a stressed vowel sound, substitute an unstressed one from a related word into a word, you can get nonsense or a completely different word. So, if the sound [a] is transferred to the place of the sound [o] in the word [cat], a meaningless sound combination [cat] is formed. A stressed vowel "has the power" to distinguish words, an unstressed one does not. Stressed vowels are strong sounds, unstressed vowels are weak.

With regard to consonant sounds, children found out in the same way that a consonant sound is strong when it is followed by a vowel, in other cases it is weak. For example, but [w] - but [w] and, you can say in [w], but you can’t but [w] and.

In fact, related words have the same sounds in the same place. Only weak sounds can "cunning", "pretend".

A weak sound can be replaced by a strong one that never "pretends". Strong sounds help us distinguish words.

As a result of the analysis of the phenomenon of positional alternation of sounds within the vowel system and within the consonant system, the children, with the help of the experimenter, determined the strong and weak positions of vowels and consonants and revealed the distinctive function of the phoneme in a strong position.

The establishment and analysis of the phenomenon of positional alternation of sounds by preschoolers led to the identification of the linguistic relationship "sound form - phonological structure". Positionally alternating sounds were united by children into one phonemic series (or one paradigm-phoneme) on the basis of their functional identity. For example, m [a] rya - m [o] re; weak vowel [a] can be replaced by strong [o]. Thus, the children came to the realization of the paradigm-phonemic (phonological) structure of the word (m [a o] rya).

Once again, we note that the analysis of the relationship between the syntagmo-phonemic (k[a]za) and paradigmo-phonemic (k[a o]za) structures of a word does not require an obligatory reference to the literal notation of the word. It was carried out by children on the basis of subject phonemic models of words. The more conditional the modeling takes place, the easier it is, according to psychologists, to single out the properties that serve as the basis for orientation.

5. Building by ear (on a phonetic basis) letter models of homophone words. This action convinced the children of the indistinguishability of words of different meanings written in this way.

6. Reduction of phonemes in a weak position to a strong one (based on the distinctive function of phonemes in a strong position) and the construction of letter models of homophone words on a phonemic basis.

Thus, the children singled out the relationship between the phonological structure and the graphic form of a linguistic unit - the content of the phonemic principle of writing.

Here is an abbreviated protocol of the lesson, illustrating the performance of the last two actions by children.

The experimenter reminded the children of the fairy tale about the Cockerel - the Golden Scallop. When the Fox was carried away by the Cockerel, he called the Cat for help:

Fox carries me

For dark forests.

Experimenter. When I say the word “fox” from the first half of the sentence “The Fox is carrying me ...”, who is it talking about? Children. Oh fox, it's a beast.

Experimenter. And when I say the word "fox" from the second half of the sentence "... For the dark forests", what is it about? Children. About the forest, about the trees.

On the instructions of the experimenter, two children laid out the chips on the board: one - the word “l[i] sa” from the passage “The Fox Carries Me ...”, the other - the same word from the passage “... For the dark forests”. We got two identical object models: a soft consonant, an unstressed vowel, a hard consonant, and a stressed vowel.

Experimenter. According to the model of the chips, you can find out who posted what word? Where is the “fox” here - the beast, and where is the “fox” - the forest?

Children.No. These words are laid out the same way. They have the same sounds.

At the suggestion of the experimenter, the children conducted a positional analysis of the phonemic compositions of both words. In the process of positional analysis, the tokens denoting weak sounds - in this case, the unstressed vowel sounds "and" - were shifted down from the model. The patterns of the words "fox" and "forest" were still indistinguishable, since they contained the same faint sounds.

Experimenter. What sounds help us to distinguish words?

Children.Only strong sounds help us to distinguish words. Instead of them, you can immediately put letters.

Children replace chips denoting strong sounds with letters: two identical mixed models are obtained: L□SA and L□SA.

Experimenter. Is it possible to distinguish between these two words by strong sounds, to find out where the “fox” is an animal, and where the “fox” is trees, many forests?

Children.No, it's impossible again - they have the same strong sounds.

Experimenter. And if we designate weak sounds with letters as we hear them, will we be able to distinguish words?

The children working at the blackboard put the letters "and" in both words. The same words turned out again: FOX and FOX.

The children followed with increasing interest their own attempts to discern patterns of words. The fact that the words turned out to be impossible to distinguish even in alphabetical notation caused them a friendly laugh.

Several children. It seems to us that there are two foxes - beasts.

Experimenter. Yes, again we can't make out the words. But these children believe that there are two foxes - animals. How can we be?

Children.Some kind of faint sound, either in the word "fox" - an animal, or in the word "fox" - trees, deceives us, does not make it possible to distinguish words.

Experimenter. And how do we know which weak sound is deceiving us? Let's see what kind of stressed sound is in this place in related words. Come up with related words for the word "fox" - a beast, so that there is a strong sound in this place of the word.

Children. Foxes, Foxes.

Experimenter. What is the stressed vowel sound in this word (the experimenter asks separately about each word chosen by the children)?

Children."AND".

Experimenter. The weak vowel sound (unstressed) in the word "fox" - the animal is heard to us as "and", and the strong one turned out to be "and" too. Did this faint sound pretend?

Children.No, he didn't pretend.

Experimenter. So, we correctly designated this sound with the letter "and". Let's check the faint sound in another word "fox" which means trees.

Children.Related word "forest".

Experimenter. What's the big sound here?

Children."E".

Experimenter. An unstressed, weak vowel in the word "fox" - trees - "and", and a strong one - "e". Did this faint sound pretend?

Children. Yes, I pretended.

Experimenter. What is the real sound here?

Children."E" is the real sound.

Experimenter. What letter should be given?

Children.After soft consonants, when the sound "e" is heard, the letter "e" is written. Let's put the letter "e".

In the word "l [i] sa" - trees, the answerer at the blackboard puts the letter "e".

Experimenter. Can we make out the words now?

Children.Yes we can. (Show which word is which.)

Experimenter. What did we do to find out where which word is written?

Children.We recorded not weak sounds, but only strong ones.

With the help of an experimenter, preschoolers formulate the most important rule of Russian writing: only strong sounds are recorded in writing, because only strong sounds help us recognize words.

Experimenter. But what if there is a weak sound in the word? How to write it down?

Children.If a weak sound is found in a word, it must be checked; come up with a related word so that a weak sound becomes strong.

In this case, the graphical model of the word built by the children is a morphophonemic transcription in which the letter is a sign of the phonemic series: “All members of each phonemic series are designated by one letter corresponding to the strong phoneme of this series.”

As can be seen from the course of the sequential formation of phonological representations among preschoolers described above, only the establishment of a relationship between the phonological structure of a word form and its graphic form required the children to know the letters, and not necessarily the entire alphabet. The revelation of the phonemic principle of writing took place on the simplest words, which the children wrote down with the help of a few learned letters. The range of spelling tasks solved by children on the basis of the learned phonemic principle expanded as they became acquainted with new letters.

It is important to note that the subject syntagmo-phonemic model of the word form made it possible to carry out its practical transformation, gradually revealing the spelling properties of the word (the positional relationship of phonemes, reducing a weak phonemic position to a strong one), and display them in the model as they are revealed. Thus, knowledge of the internal,

essential relations of the word that make up its spelling, preschoolers were able to carry out in the process of transforming sensory-objective activity, which is a necessary condition for the assimilation of knowledge of a theoretical type by children of this age.

In the process of “quasi-research” on the origin of the phonemic principle of writing, children simultaneously consistently formed a spelling action oriented towards this principle. Such a spelling action is "the definition of the graphic form of a linguistic unit based on the transition from its sensually perceived sound shell to the paradigm-phonemic structure" . In expanded form, the spelling action can be represented as a series of successive actions: 1) sound (syntagmo-phonemic) analysis of the word; 2) paradigmo-phonemic analysis of the word: a) positional characteristics of phonemes, which ensures the detection of orthograms in the word, b) the transformation of a weak phonemic position into a strong one, which is a solution to the spelling problem; 3) construction of a letter model of a word form.

It should be noted that the formation of knowledge in preschoolers about the phonological properties of the Russian language and, on their basis, the spelling action took place in an entertaining form for children. In the classroom, special problem situations were created that interested children and at the same time contributed to the fact that they, as it were, independently “discovered” certain phonological relations. A large number of games and entertaining exercises were used in the learning process. All this corresponds to the age characteristics of six-year-old children.

The quality of assimilation by six-year-olds of the spelling action (and, consequently, of the corresponding phonological relations) is evidenced by the numerical data obtained by us at the end of training during the control experiment.

Since the stage-by-stage formation of the actions of setting a spelling task and its solution began from different levels (the first - from the materialized, the second - from the loud-speech), then by the end of the training, the children reached different levels in mastering each of the components of the spelling action.

37.5% of the children completed the formulation of the spelling task in the form of “external speech to themselves”. 25% of children identified strong and weak positions of phonemes in terms of loud speech. 12.5% ​​of preschoolers performed the positional analysis of the phonemic composition of the word in the materialized plane, but acting silently and quickly. Part of the children - 25%, acting now in the mental, then in the loud speech plane or in the loud speech, then in the materialized one, the positions of vowels and consonant phonemes were determined differently.

51.2% of the children completed the solution of the spelling task mentally, however, most of them needed operational control. The remaining preschoolers (46.8%) solved the spelling problem, acting in terms of loud speech.

Thus, it can be argued that preschoolers have mastered a generalized way of setting and solving spelling problems based on their awareness of certain phonological properties.

The assimilation of phonological relations by preschool children contributes to their general linguistic development. R. I. Avanesov argues that "phonology is not only a field of linguistics, but also a way of linguistic thinking, an element of a linguistic worldview." Whatever the child learns in the future - spelling, grammar, vocabulary, style, he is always helped by phonological training and, as R. I. Avanesov put it, phonological thinking.

In general, the process of teaching literacy, being associated with the assimilation of the basics of the spelling system and, consequently, phonology, to an even greater extent performs the function of "methodological propaedeutics" of teaching children various sections of their native language.

1. Avanesov R. I. Phonetics of the modern Russian literary language. - M., 1956.

2. Avanesov R. I. Russian literary and dialectal phonetics. - M., 1974.

3. Galperin P. Ya., Zaporozhets A. V., Elkonin D. B. Problems of formation of knowledge and skills in schoolchildren and new teaching methods at school. - Questions of psychology, 1963, No. 5.

4. Zhedek P.S. Assimilation of the phonemic principle of writing and the formation of spelling action / Abstract of the thesis. cand. dis. - M., 1975.

5. Zhurova L. E. Literacy education in kindergarten. - M., 1974.

6. Kuznetsov P. S. On the basic principles of phonology. - Questions of linguistics, 1959, No. 2.

7. Leontiev A. A. Language, speech, speech activity. - M., 1969.

8. Luria A. R. Traumatic aphasia. - M., 1947.

9. Orfinskaya V.K. On the upbringing of phonological ideas in primary school age. - Scientific notes of LGPI them. Herzen, vol. 53. - L., 1946.

10. Panov M.V. On the improvement of Russian spelling. - Questions of linguistics, 1963, No. 2.

11. Panov M.V. Russian phonetics. - M., 1967.

12. Saussure F. Course of general linguistics. - M., 1933.

13. Sokhin F. A. To the problem of the speech and linguistic development of the child / Materials of the IV All-Union Congress of the Society of Psychologists. - Tbilisi, 1971.

14. Elkonin D. B. How to teach children to read. - M., 1976.

Such concepts as "consciousness", "linguistic consciousness" and "image of the world" become the subject of many psycholinguistic studies. However, various aspects of the phenomenon of linguistic consciousness, including professional linguistic consciousness, require clarification and expansion. The need for purposeful study and comparison of these concepts determines the relevance of our work.

The problems of the relationship between language and consciousness, consciousness and thinking, language and culture are interpreted by scientists from various scientific and methodological positions. Analysis of the main paradigms for solving this problem by different scientists (E. Sapir, A. A. Potebnya, L. V. Shcherba, G. G. Shpet, L. V. Vygotsky, A. N. Leontiev, N. I. Zhinkin, A A. Leontiev, A. A. Zalevskaya, E. F. Tarasov, Yu. A. Sorokin, N. V. Ufimtseva, etc.) allows us to conclude that the concept of “linguistic consciousness” is complex. Despite numerous studies in this area at the present stage, it is premature to talk about the existence of a single holistic theory of linguistic consciousness. Methods for analyzing linguistic consciousness are reduced to analyzing the forms of its externalization, one of which (the most convenient and accessible) is language.

The essence of language is revealed in its dual function: to serve as a means of communication and an instrument of thought. Consciousness and language form a unity, in their existence they presuppose each other - language is the immediate reality of thought, consciousness. Consciousness is not only revealed, but also formed with the help of language. The connection between consciousness and language is not mechanical, but organic. They cannot be separated from each other without destroying both.

As O. L. Kamenskaya notes, language is not only a means of acquiring and transferring knowledge, but also the objectification of knowledge in a special structure, a certain life form, so that the use of language is the use of a certain orientation strategy in the world, a certain interpretation of the human environment, a certain pattern of behavior . In this regard, each language reflects a certain way of perceiving and organizing the world and acts as a system of social guidelines necessary for human activity in the world around him; then. linguistic consciousness is a special kind of mastery of the world.

A. A. Leontiev compares the concept of "linguistic consciousness" with the concept of "image of the world" and defines the latter as "display in the psyche individual objective world, mediated by objective meanings and corresponding cognitive schemes and amenable to conscious reflections» . He points out that the image of the world is multidimensional, like the world itself, and knowledge about the world is inseparable from our activities in the world.

The phenomena of reality, perceived by a person in the structure of activity and communication, are displayed in his mind in such a way that this display captures the causal and spatial relationships of phenomena and emotions caused by the perception of these phenomena, and the image of the world changes from one culture to another. The image of the world, in turn, is the main component of culture and contains all the essential knowledge from the point of view of this culture, necessary for adaptation each of its members to the natural and social environment . This approach is correlated with the position of L. N. Gumilyov, who believed that culture is a system of consciousness associated with a certain ethnic system, and, accordingly, the study of ethnic consciousness in its linguistic form makes it possible to reveal the features of the image of the world inherent in representatives of a particular ethnic group. At the same time, “the basis of the worldview and worldview of each nation is its own system of objective meanings, social stereotypes, and cognitive schemes” . Therefore, we can conclude that the national image of the world is a universal form of organizing the knowledge of each people, which reflect the peculiarities of the worldview of its representatives and change from one culture to another. At the same time, language is interpreted as the main part of culture, the main tool for its assimilation, the bearer of its specific features.

E. F. Tarasov defines linguistic consciousness as a set of images of consciousness formed and externalized with the help of linguistic means - words, free and stable phrases, sentences, texts and associative fields. The main thing in this "consciousness and language" dichotomy is, of course, consciousness. And if in 1993 the terms "consciousness" and "linguistic consciousness" were identified by E.F. Tarasov as equivalents "to describe the same phenomenon - human consciousness", then the definition given in 2000 differentiates these concepts. Thus, the Moscow School of Psycholinguistics considers linguistic consciousness as an integral part of consciousness in general. E. F. Tarasov connects linguistic consciousness with the images of consciousness as a set of perceptual and conceptual knowledge of the individual about the object of the real world, which require externalization achieved for an outside observer. These externalizations are necessary for the "transfer" of images of consciousness from one generation to another.

Language serves as a system of reference points in the objective world, we use it for our own orientation and for orientation of other people. After all, communication, communication, as A. A. Leontiev emphasizes, is, first of all, nothing more than a way of making one or another correction in the image of the world of the interlocutor. For language to serve as a means of communication, it must have a common or similar understanding of reality behind it. And vice versa: the unity of understanding of reality and the unity and coordination of actions in it have as their prerequisite the possibility of adequate communication.

To achieve mutual understanding, it is necessary that the communicants have a common knowledge about the language used, as well as a common knowledge about the world in the form of images of consciousness. Psycholinguists see the reason for misunderstanding in the situation of intercultural communication, therefore, precisely in the difference in the national consciousnesses of the communicants, and not in the difference in languages. Any dialogue of cultures actually takes place only in the mind of a bearer of a particular culture who has managed to comprehend the images of consciousness of bearers of another (foreign) culture in the course of reflection on the differences between quasi-identical images of one's own and another's cultures.

The search for the national and cultural specifics of linguistic consciousness sets status consciousness itself: it is considered as a means of knowing a foreign culture in its subject, activity and mental form, as well as a means of knowing their culture. The ontology of the study of linguistic consciousness is intercultural communication of speakers of different cultures, accompanied by inevitable communicative conflicts (conflicts of incomplete understanding) due to insufficient commonality of consciousness.

The specifics of communication when using a particular national language is 1) in the specifics of the construction of a speech chain, carried out according to the grammatical rules of this language; and 2) in the specifics of the images of consciousness that reflect the objects of a particular national culture. Therefore, in order to achieve mutual understanding, it is necessary that the communicants have 1) a common knowledge about the language used (and a common speech communication skills), and 2) a common knowledge about the world in the form of images of consciousness. Thus, according to E. F. Tarasov, in order to analyze the problems of mutual understanding (misunderstanding) in intercultural communication, it is advisable to understand the problem of “communication between carriers of different national cultures” as the problem of “communication between carriers of different national consciousnesses”.

E.F. Tarasov makes an important conclusion: there are no identical national cultures, moreover, there are no identical images of consciousness that reflect the same or even the same cultural object. Even if a cultural object were transferred from one national culture to another, then, consequently, the sensory image would have to be the same, but this does not happen, since not only perceptual data obtained during the sensory perception of this object are used to form it , but also a priori knowledge (perceptual standards), containing conceptual, cultural in nature, knowledge. The mental image of this object (transferred from one culture to another) always carries elements of national and cultural specificity.

Consequently, new knowledge, when comprehending a foreign culture, is formed by the cognizer only when he is prompted to this by the need to look for differences between the images of his own and foreign cultures and find out the essence of these differences, and this happens when the cognizable image is perceived as alien, still retaining something unknown . With this method of knowing a foreign culture, one must remember that new knowledge about it is formed (constructed) from the old knowledge of the subject of analysis.

Knowledge as a phenomenon of culture has its own patterns of development associated both with the general process of cognition and with those forms of organization and understanding of reality that are developed by culture. These are, first of all, forms of the categorical-semantic structure of knowledge associated with the structures of perception and comprehension of space, time, movement, causal relationships. The culture of each type of professional activity puts forward its own ways of organizing knowledge. Having studied the rules of building knowledge in professional culture, one can more adequately recognize the value-semantic structure of professional consciousness.

In the methodological approach, professional consciousness acts, first of all, as an activity-organized consciousness. Its most important characteristic is not just the presence of real reflection, but its dual, multi-vector orientation. “Whoever and whenever acts,” noted G. P. Shchedrovitsky, “he must always fix his consciousness, firstly, on the objects of his activity - he sees and knows these objects, and secondly, on the activity itself - he sees and knows himself acting, he sees his actions, his operations, his means, and even his goals and objectives.

The problem of the development and formation of professional consciousness should be considered in the unity of the three foundations of human existence, which are a holistic model of any professionalism: activity, consciousness, community. So, professional activity is always conscious and joint (carried out in the community); professional consciousness is active and intersubjective (it exists and arises in the community); professional community is due to the involvement of subjects in a joint collectively distributed activity, which is based on the conscious positional self-determination of each.

The structure of professional consciousness is set through the representation of the profession. As the most important element of such a structure, the image of the profession is considered, which includes the following components: the goals of professional activity - reflection in the mind of a specialist of the social meaning of this profession, its significance for society; means used by a professional to implement their functions; professional subject area - knowledge of the range of phenomena of the objective world, with which representatives of this profession operate. The image of the profession is a holistic display of the main content of the profession.

E. A. Klimov points out that in the world of professions, it is not the general, not what is similar in different people, but the special and unique (singular) that is very important. The scientist emphasizes that there are as many images of the world as there are people, and it is professional labor activity that is one of the factors in the typification of these images, their greater or lesser similarity among different people as subjects of labor.

The difference between the perception of a layman and a professional is not that the professional sees a greater number of features of the object, but that he organizes them differently.

R. M. Frumkina notes that “a professional is a professional because the objects essential for his activity are presented in his memory in the form of gestalts (images). Then he can take the next step: to try to exteriorize his understanding, that is, to make clear to other people the composition of features on which he intuitively based himself, inferring similarities or differences. To be an expert, a professional must be able to verbalize his instinct at this step, i.e. bring his gestalt outside.

The formation of the subject of professional activity takes place in the educational and professional community, which becomes the environment for the development of abilities for reflection and goal-setting, which ensure the co-organization of the personal and subject position. In educational and professional cooperation, the subject gets the opportunity to join the experience of a truly professional activity (for example, the activity of a physician, a doctor) as a necessary condition for the formation of meaning, problematization and gaining the ability to reproduce the corresponding forms of consciousness.

Professional consciousness is formed by means of certain linguistic means, as they provide appropriate communication in the communication system of specialists. Mastering the appropriate language of professional communication becomes possible as the subject content of the profession is identified and consciously mastered and ensures the transition of the future specialist from the ordinary to professional consciousness.

Professional linguistic consciousness is defined by us as a special (professional, as opposed to ordinary) vision of the world, formed and externalized with the help of professionally marked linguistic means.

Professional consciousness has a certain specificity in comparison with ordinary consciousness, which includes, firstly, a certain subject area with professionally oriented linguistic means; secondly, images of consciousness, the content of which reflects the concept sphere of professional culture.

There are not so many works devoted to the description of professional linguistic consciousness (I would like to single out research on the study of corporate culture conducted under the guidance of E. V. Kharchenko), however, this direction is very promising, since it expands the understanding of the impact of the profession factor on linguistic consciousness individual and may be of interest not only to linguists, psychologists and methodologists, but also to a wide range of people.

Psychologists believe that the formation of thinking and speech occurs in the process of practical activity. Language, as a means of communication between people, is a special kind of intellectual activity (L.S. Vygotsky, A.N. Leontiev, A.R. Luria, L.I. Bozhovich, P.Ya. Galperin).

The problem of the interaction of speech and thinking has always been in the center of attention of psychological research (L.S. Vygotsky, P.P. Blonsky, S.L. Rubinshtein, D.B. Elkonin, N.I. Zhinkin, etc.). And here the central point, according to Vygotsky, is the “relationship of thought to word,” since from the most ancient times researchers either identified them or completely separated them. L.S. Vygotsky analyzed the teachings of J. Piaget, who believed that the speech of a young child is egocentric: it does not perform communicative functions, does not serve the purposes of communication and does not change anything in the child’s activity, and this is a symptom of the immaturity of child thinking. By the age of 7–8 years, egocentric speech curtails and then disappears. The same positions were criticized by Blonsky, opposing them with his own point of view. Vygotsky showed in his research that on the basis of egocentric speech, a child’s inner speech arises, which is the basis of his thinking.

Considering the problem of the formation of concepts, Vygotsky said that the accumulation of associations and groups of representations does not lead to their formation, "a concept is impossible without words, thinking in concepts is impossible outside of verbal thinking" [Vygodsky 1982, vol. 2, p. 133].

Vygotsky's thoughts on how the meaning of a word is formed in a child are extremely interesting. Establishing communication with adults, the child discovers a tendency to connect different elements into an undifferentiated, fused image (E. Claparede called this the syncretism of children's perception, and Blonsky called it the incoherent connectedness of children's thinking). Further, Vygotsky emphasized that the meaning of a word in a child and an adult often does not coincide. Thanks to communication, mutual understanding, a certain meaning of the word arises, which becomes the carrier of the concept.

Here is another statement by Vygotsky, which shows the difference in the understanding of the meaning of the word by a child and an adult: the words "name the same things, coincide in their nominative function, but the mental operations underlying them are different. The way in which a child and an adult come to this naming, the operation by which they think the given object, and the meaning of the word equivalent to this operation, turn out to be essentially different in both cases" [ibid., p. 169]. At the same time, it is necessary to distinguish between the meaning of the word in the proper sense and the indication of the object contained in the word. The meanings of words develop and move to a new stage of generalization.

T.N. Ushakova notes: "From a psychological point of view, speech is a means of communication included in the communicative circuit and consisting in the transfer of meaning" [Ushakova T.N. et al., 1989, p. 48].

Both psychological and linguistic characteristics of speech are important for us. Among the goals and objectives of the mental development of a preschooler, A.V. Zaporozhets attached great importance to the interaction of thinking and speech.

Considering the role of speech in the formation and implementation of voluntary movements, Zaporozhets criticized the views of behaviorists, who, in his words, “although they attach great importance to “verbal stimuli” ... however, they consider speech itself roughly mechanistically, reducing it to external speech signals and external speech reactions, ignoring them inner semantic side". Citing examples of studies of the speech of young children, A.V. Zaporozhets emphasized that only at preschool age a complex system of speech connections is formed. . He noted that “speech, a word, devoid of a semantic function, not connected with thought, ceases to be speech, a word and turns into empty sound. Speech and thinking are in unity, and without taking this into account, neither thinking nor speech can be correctly understood" [Zaporozhets, 1986, vol. 2, p. 150].

Modern psychology makes it possible to penetrate into the internal mechanism of the language (N.I. Zhinkin). However, the mechanism of speech production and its awareness are not identical processes.

These provisions have fully found their place in the theory of speech development of preschoolers, developed by F.A. Sokhin and his students. Sokhin considered the relationship between the speech and mental aspects of mastering the native language in preschool childhood in several directions. Verbal-logical thinking does not arise immediately, not at the beginning of the child's assimilation of his native language. The initial forms of thinking of a preschooler are visual-effective and visual-figurative (N.N. Poddyakov), then they interact with verbal-logical thinking, which gradually becomes the leading form of mental activity, carried out on the basis of lexical, grammatical and other speech means. Here develops intellectual language function. This relationship is also considered in the opposite direction - from the point of view of identifying the role of intelligence in language acquisition, i.e. like analysis linguistic (linguistic) function of the intellect.

Poddyakov believes that the ratio of the main forms of children's thinking can be considered in favor of the logical one, which arises early and has a decisive influence on the development of figurative and visual-effective thinking. At the same time, logical thinking determines the general strategy of children's cognitive activity. “Speech, speech activity,” writes Poddyakov, “due to the continuous development of the meanings of words and the dynamism, mobility of their meaning, it acts as an extremely flexible, plastic system that creates unique opportunities, using a limited arsenal of speech means, to reflect the limitless diversity of the world around us” [Poddyakov, 1996, With. 120].

Even Humboldt wrote: "Language is an organ that forms thought. Intellectual activity, completely spiritual, deeply internal and passing, in a certain sense without a trace, materializes in speech through sound and becomes accessible to sensory perception. Intellectual activity and language are therefore a single whole" [Humboldt, 1984, p. 75]. We will have to repeatedly refer to Humboldt's thoughts about the nature of the emergence of language ability in a child. Here we emphasize that the provisions he made at the beginning of the 19th century (published in Russia 160 years later) help to substantiate the role of awareness of the phenomena of language and speech in mastering the native language.

Such justification is necessary due to the fact that until now, in a number of studies and in methodological manuals on the development of speech, the absolutely unacceptable position remains that in preschool childhood the native language is acquired only on the basis of imitation, intuitively, even instinctively. So, in the “Methodology for the Development of Speech” for students of pedagogical schools, we read: “Speech develops in the process of imitation. According to physiologists, imitation in a person is an unconditional reflex, instinct, i.e. already born, the same as the ability to breathe, suck, swallow, etc." [Fedorenko et al., 1984, p. 6]. The child "unconsciously adopts the speech that he hears from the lips of others" [ibid., p. 7]; "... speech is assimilated intuitively (unconsciously)..." [ibid., p. thirty].

In the “Methodology ...”, there is, of course, a fairly correct understanding of the general mechanisms of speech development - that a child, learning a language practically, in the process of communicating with adults and children, makes some initial generalizations, etc.

A.A.Leontiev, developing Humboldt’s thoughts, writes that the child “does not simply imitate or copy the speech of adults in his speech, and even more so, he does not simply generate linguistic statements, receiving their positive or negative reinforcement. The development of his speech is primarily the development of a method of communication "[Leontiev A.A., 1974, p. 312]. At the same time, he emphasizes that, having a set of initial means (the words of the "adult" language and the rules for their organization), the child is not able, due to the general level of mental development and the nature of his social relationships with others, to use these means in the way that an adult does. . At the same time, the child accurately reproduces the sound image of the word and its subject relatedness (D.B. Elkonin, L.I. Aidarova, L.E. Zhurova, etc.).

Studies conducted in the laboratory of speech development of the Institute of Preschool Education of the Academy of Pedagogical Sciences proved that language acquisition is characterized not just by imitation, the reproduction of adult speech patterns based on the intuitive mastering of language means and norms, but above all by the development of language generalizations and elementary awareness of language phenomena.

Substantiating the theory of children's awareness of the phenomena of language and speech, F.A. Sokhin emphasized the connection of this awareness with the development of the functions of children's speech, the formation of speech skills and the development of language ability in general. Considering the history of this issue, he relied on the views of psychologists, linguists, philosophers, and repeatedly referred to the legacy of Humboldt. "Language acquisition by children is not familiarization with words, not a simple bookmarking of them in memory and not imitative, babbling repetition of them, but the growth of language ability over the years and exercise. ... Children do not learn the language mechanically, but deploy the language ability" [Humboldt, 1984, p. 78]. “The main difficulty of any learning,” Humboldt emphasized, “is to develop in oneself the ability to call upon the rules at the right time to help memory. The need for this is nowhere so great as in teaching a language” [ibid, p. 347]. As the language is mastered, a person “assimilates a certain rhythm, which is not yet knowledge, but at least a reasonable premonition” [ibid.]. Some Soviet psychologists, studying the issues of language acquisition (both in preschool childhood and in the process of schooling), use the term "indistinct awareness" (D.N. Epiphany, S.F. Zhuikov, etc.).

“When mastering the (native) language, each child relies on vaguely felt analogies, which is more noticeable in creatively developed children compared to those who rely only on memory. The same analogies serve as a support for a person who independently, without outside help, learns a foreign language. to find the spirit of these analogies, and this, in any language learning, is a critical point from which begins the real possession of the language and the real enjoyment of it" [Humboldt, 1984, p. 347-348].

When we say that language acquisition is not just imitation, not an intuitive (unconscious) process, but above all the development of linguistic generalizations and elementary awareness of linguistic phenomena, then we just mean "indistinct awareness", "reasoned premonition" , "vaguely felt analogies".

As early as the beginning of the 20th century, the outstanding Russian linguist I.A. Baudouin de Courtenay, who paid much attention to the issues of language learning, wrote that a comprehensive study of the language includes the study of the physical environment in which language communication takes place between people, the physiological means and functions by which it achieved, and the linguistic representations themselves, both in their totality and in individual categories. At the same time, he emphasized: "Such language learning can be given to an appropriate extent already at school and even before school: it can be given to the smallest child who begins to think and pay attention to the life around him" [Baudouin de Courtenay, 1963, p. . 133]. Baudouin de Courtenay singled out a number of aspects of language, speech, speech generalization that can be "consciously" or illuminated by the student's consciousness: the process of pronunciation and hearing, the decomposition of complex linguistic wholes and the definition of the simplest units of the language and their combinations, the study of the construction of current speech, the connection between meanings words and expressions, the sound and semantic relationship of words and their parts, as well as some other aspects that are inaccessible to preschoolers. It should be noted that these aspects of language (speech) are, to one degree or another, accessible to elementary awareness of their children, and this has been proven by many modern and psychological and pedagogical studies.

F.A. Sokhin, summarizing the views of linguists and psychologists, substantiated the need to form awareness of the phenomena of linguistic reality. This idea has become central to the study of all aspects of preschoolers' speech.

Emphasizing that without verbal communication, the full development of the child is impossible, Sokhin wrote: “The assimilation of the native language by children includes the formation of practical speech skills, the improvement of communicative forms and functions of linguistic reality (based on the practical assimilation of language means), as well as the formation of awareness of linguistic reality, which can be called the linguistic development of the child" [Sokhin, 1978, p. fifty].

More than once we will refer to Sokhin's thoughts on the need for the linguistic development of the child, which has now been proven in many studies. Here we emphasize the role of the formation of awareness of linguistic phenomena for the subsequent development of the child's speech.

Intuitive-simulation understanding of the speech development of preschool children prevents the establishment of successive links between preschool and school teaching of the native language. The wording "native language teaching" often provokes protest from school and preschool teachers, who understand this teaching only as teaching the theory of language (naturally, within the framework of the school curriculum). However, even if we sharply separate language learning and speech development, then in relation to preschoolers it is not only possible, but also necessary to talk about both the development of speech and teaching the native language, since the development of speech necessarily includes the formation in children of an elementary awareness of certain phenomena of language and speech. Therefore, the consideration of issues of continuity should relate both to the formation of speech skills and abilities, and to the development of this elementary awareness, i.e. to language learning.

1.3. Psychological and linguistic characteristics

The problem of understanding one's speech and the phenomena of linguistic reality was consideredfrom different points of viewlinguists, psychologists and psycholinguists. In this article, we tried to figure out at what age does all this happen? And most importantly, how!

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Are preschool children capable of understanding linguistic phenomena?

Kolosova Irina Pavlovna

Linguists, psychologists, psycholinguists (Baudouin de Courtenay, V. Humboldt, N. Kh. Shvachkin, N. A. Menchinskaya, etc.) considered the problem of understanding one's speech and the phenomena of linguistic reality from different points of view.

By the senior preschool age, practical language proficiency reaches a fairly high level, and language acquisition involves not only the formation of practical speech skills, but also an elementary awareness of the linguistic phenomena of language and speech (A. N. Gvozdev, S. F. Zhuikov, D. B. Elkonin , F. A. Sokhin).

Research conducted under the guidance of F.A. Sokhina showed that preschool children are able to realize the phenomena of linguistic reality both in terms of understanding the sound side of the word, and in working on the semantic side of the word.

Children, starting from the early preschool age, even without special education, show great interest in linguistic reality, "experiment" with words, create new ones, focusing on both the semantic and grammatical side of the language. This is a necessary condition for their linguistic development, gradual awareness of linguistic phenomena. With spontaneous speech development, only a few children reach a sufficiently high level, so special training is needed aimed at mastering the language by the child. The main task of such training is the formation of language generalizations and elementary awareness of the phenomena of language and speech.

It forms a child's interest in the native language and provides the creative nature of speech, a tendency to self-development. Substantiating the theory of language acquisition in preschool childhood, F.A. Sokhin emphasized the connection of this awareness with the development of the functions of children's speech, the formation of speech skills and the development of language ability in general.

Along with the awareness of speech reality, researchers also consider such a phenomenon in the process of development of children's speech as a "sense of language". This ability is defined as the "gift of the word" (F. I. Buslaev, K. D. Ushinsky), "linguistic flair" (D. N. Bogoyavlensky), "sense of language" (L. I. Bozhovich, L. I. Aidarova ).

The manifestation of a preschooler's significant sensitivity to the word in general and to the word-formation side in particular is evidenced by studies of children's speech conducted by K. I. Chukovsky and A. N. Gvozdev.

A. A. Smaga, on the basis of an associative experiment with preschoolers, concluded that even without special education, children have an elementary awareness of the semantic side of the word

Many preschoolers have adequate ideas about the subject as a whole behind the word. However, children pay attention not to essential signs, but to facts related to personal experience. This indicates that a significat has not yet formed in the structure of the word, the word is associated with a stable image.

In order for the ability to select language means to develop, the child must have something to choose from. However, this does not mean that the necessary linguistic means are first given, and then the ability of selection is formed on this basis.

It is important to build training in such a way that the child first faces the very task of choosing, for example, the most accurate word. Adults show the child that this word is not quite suitable for describing some object or phenomenon, and helps him find a more accurate word (for example, not “walk”, but “walk” or “walk”, etc.).

Children at preschool age easily master single-valued words, polysemantic words are acquired in one meaning. The word, taken in isolation, is most often perceived in its main meaning. Derived meanings are revealed only in combination with other words.

Children have numerous questions as to why this item is called that and not otherwise (Squirrel was incorrectly named, it should have been called Ryzhka). Questions about the meanings of unknown words are associated with attempts to find out this meaning on their own, based on their sound: “A flatterer is someone who collects leaves”, “a parodist is someone who announces something on the radio”. In some cases, the child manages to independently discover the real etymology of the word, in other cases he makes mistakes, but there is logic and common sense in these mistakes, because he is on the right track.

The child is able to understand that the same word can have different meanings. Realizing this fact, he sometimes criticizes some of the unfortunate, in his opinion, transfers of names that exist in the adult language. So, for example, four-year-old Petya (an example of Belsky's diary entries) does not like the word "knife" in relation to the cutting device - part of the meat grinder: "Do not call him a knife, but call an asterisk" - asks adults.

Thus, we see that the interest in the word in children is manifested even from the early preschool age, the child tries to find the meaning in everything, to realize words and expressions that are incomprehensible to him. Therefore, much will depend on parents, on their attention to the speech development of children.

According to S.N. Zeitlin, “Observations of thoughtful teachers and parents indicate that a heightened attention to linguistic facts is characteristic of very many children of preschool age, and in this respect they compare favorably with school-age children, in whom this interest often has to be developed and artificially supported.”

Bibliographic list

1. Baudouin de Courtenay I. A. "Selected Works on General Linguistics" - M., 1963 - T. 2
2. Vygotsky L.S. "Thinking and speech" - M., 1996
3. Gvozdev A. N. "Issues of the study of children's speech" - M., 1961
4. Menchinskaya N. A. "The development of the child's psyche: A mother's diary." - M., 1957
5. Smaga A. A. "Features of children's understanding of polysemantic words" - a collection of scientific papers - M., 1994
6. Ushakova O.S., Strunina E.M. "Methods for the development of speech of preschool children": Proc.– method. manual for preschool teachers. educate. institutions. - M.: Humanit. ed. center VLADOS, 2004. - 288 p.
7. Kharchenko V.K. "Dictionary of children's speech." – Belgorod, 1994
8. Zeitlin S. N. "Language and the Child": Linguistics of Children's Speech: A Textbook for Students of Higher Educational Institutions. – M.: Vlados, 2000
9. Elkonin D. B. "The development of speech in preschool age." - M., 1958